铲除写作“拦路虎”，学生“下笔变有神”

——人教版初三全一册Unit 5 What are the shirts made of?

写作课教学设计

写是语言技能中一项重要的输出技能，是学生对所写内容及自身已有认知知识的综合运用，因此教师在写作教学过程中应加强写作引导，培养学生调动已有知识的意识。学生在写作过程中经常遇见两大难题——表达苍白、思路不清，那么教师应紧紧围绕存在的问题针对性地进行活动设计，帮助学生正确运用语言表达、丰富写作内容、捋清写作思路，让学生敢写、会写。本文以人教版初三全一册Unit 5 What are the shirts made of?写作课为例进行教学设计。

Teaching Objectives:

Knowledge objectives:

Students can review the passive voice of simple present tense.

Students can know how to introduce and write special things that their hometown is famous for.

Ability objectives:

Students can talk about special things in their hometown to the class.

Students can write a short passage about special things in their hometown to the class with correct expressions and in logic way.

Emotional objectives:

Students will be proud of their hometown, even their country--China.

Teaching key points and difficult points:

Key point:

By reviewing the passive voice of simple present tense, students can write a short passage about special things in their hometown to the class with correct expressions and in logic way.

Difficult Point:

Students can appreciate special things from different places of their classmates.

Teaching procedures:

Step 1 Lead-in

Greet students and show some logos, such as GREE; HUAWE; LENOVO; Haier; ZTE. See how many of them students know. Introduce them how China develops in all these areas and goes global.

(Justification: Through showing students products or creation made in China, students get to be proud of their own country. )

Step 2 Pre-writing

1) Introduce students China’s development cannot live without contribution of places--their hometown. Ask them to think about special things that their hometown or city are famous for. Think for 1 minutes and choose one.

2) Put one incomplete sentence on the blackboard.

My hometown/city is famous for ________.

3) Brainstorming. Ask students to share their ideas. See which group can think of more.

4) Work by themselves. Show them a piece of paper with a table on it. Think independently and take notes.

5) Ask students to discuss with partners. Under the help of the table, try to introduce the products or things to others. Encourage students to ask questions to show their interests on it.

6) Ask several students for representatives to introduce their products.

(Justification: This step is to help students get prepared for the topic. By providing them clues and help, students can think with definite purposes, which lays foundation for the following writing. At the same time, individual work and group work can improve their independent thinking ability and learn how to cooperate.)

Step 3 While-writing

1) Show them writing topic on the blackboard. Give them 8 minutes to write a draft. Refer to the notes in 3a.

2) Show them basic outline and ask students to reorganize their writing structure and refresh their languages.

(Justification: Students can write what they talked about in the previous step. Under the help of outline, students can know how to write logically and learn to refresh their writing. )

Step 4 Post-writing

1) Editing. Ask students to exchange their writing with their partners and help correct. Remind them to pay attention to the spelling, punctuation, expressions and logic structure.

2) Sharing. Invite some students to read their writing loudly.

3) Evaluation. Invite students in other groups to evaluate their classmates’ writing.

(Justification: Students can learn to correct and find problems. Through sharing, they can be more confident. By evaluation, students can learn what are their strengths and weaknesses in writing. After that, they can improve.)

Step 5 Summary and homework

Summary: Evaluate the whole class and give students writing advise to improve.

Homework: Ask students to discuss and select the best writing in their group. Take it as representative for their group outcome and put it up in the English Corner.

Blackboard design:

解析

（责任编辑：李明）